Download ECOLOGICAL PATTERNS IN FOREST AND FIELD

GENERAL ECOLOGY
BIO 340
FOREST and FIELD
ECOLOGICAL PATTERNS IN FOREST AND FIELD
INTRODUCTION
Ecology is a multifaceted discipline involving the study of living (biotic) and nonliving (abiotic) factors that affect the distribution and abundance of organisms.
Ecologists investigate the interactions between organisms and their environment
in order to understand how ecosystems operate. Initially an ecologist will observe
nature and identify a pattern that is worthy of study. A worthy pattern is one that
provokes curiosity – “Why are these organisms distributed in such a fashion?”
After considerable study and thought, the ecologist makes an educated guess as
to how the system works. A more appropriate term for this “educated guess” is a
hypothesis.
The focus of this exercise is to help you develop observational skills and formulate
testable hypotheses. A testable hypothesis is one that can be shown to be
wrong. An example of a testable hypothesis might be “The difference in tree
density on north and south facing slopes is associated with differences in light
intensity.” A non-testable hypothesis might state that tree density differences are
caused by the activity of invisible alien invaders. Since there is no way to gather
evidence for the activity of invisible aliens, the latter hypothesis cannot be tested.
In today’s lab, you will visit Veit’s Woods, a diverse forest habitat bordered by an
old farm field. The distribution of trees, shrubs and herbaceous plants is quite
patchy in both the forest and the old field. It will be your job to identify an interesting
distribution pattern and speculate on the factors responsible for that pattern. You
will then be asked to construct a testable hypothesis explaining the pattern.
OBJECTIVES
1. Develop observational skills and the ability to ask lots of questions.
2. Construct a testable null and alternative hypothesis.
3. Design a test that will allow you to evaluate and ultimately accept or reject your
null hypothesis.
4. Know some of the key species relationships (associations) and indicator
species found in Veit’s Old Field
5. Be able to identify several key dominant species characteristic of various seral
stages at Veit’s Old Field and Cathedral Woodlot
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KEY TERMS
Climax
Relict species
Dominant species
Nitrogen fixing plants
Pioneer species
Primary Succession
Secondary Succession
Seral stage
Sere
Stable community
Rare species
Indicator species
Habitat
Community
Population
Environment
Ecosystem
Niche
Topography, micro &
macro
Climate
Weather
Relative humidity
Soil water holding capacity
Humus
Flora
Fauna
BACKGROUND: VEIT'S WOODS
This site provides for an interesting introductory study to field ecology, in part
because of its development in relation to historic geological events, as well a s
more recent farming practices, both of which have significantly influenced the
present vegetation (flora) and associated animal (fauna) communities.
Geological History
The old field portion of the study area is about 4.25 hectares (ha) in size. A hectare
is equal to 10,000 m2. The soils in the old field portion of this study area are
represented by upland glacial till, sand and gravel, as well as flood plain/river
bottoms, deposited during the last ice event which impacted central Michigan
approximately 15,000 years before present (BP). Standing on the upland area, you
can see topographical patterns in the landscape. Elevation varies from 799 feet
above mean sea level (MSL) at the east boundary of the site, to 766 feet above
MSL at the extreme west boundary. This is particularly evident as you look west.
Notice a low area representing a small drainage pathway into the flood plain area
of the Chippewa River (north-northwest). The steep west, northwest facing slope
represents an old riverbank, which was, formed thousands of years ago as the
Chippewa River changed course following glacial activity in the area.
Vegetation and Farming History
Much of the farmland in this portion of Michigan, including this site, was clear-cut
and cultivated after about 1853. Cultivation continued until sometime in the mid1950s. There are still some evidences of old fence lines in the study area, but
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these are becoming more obscure with time. Most recently the field appears to
have been used for hay crop production. All of the areas of the old field study area
appear to have been cultivated at some point in the recent past, except for the
steep slope (former riverbank). The old field is bordered by a mature (climax)
beech-maple-hemlock forest to the north, a housing development to the east,
farmlands (and recently additional housing development) to the south, and the
Chippewa River to the north and west.
Succession Patterns
The old field site is characteristic of a secondary succession process. Previous
biological assemblages once occurred here, but have been modified by some
disturbance over time --in this case forest clear-cutting and farming.
By definition, succession is a gradual displacement of one biological assemblage
(community type) by another over time (change in community structure and
species composition). Each community type in a successional series is often
named according to one or several dominant species (e.g., beech and maple
trees). The first species to enter and occupy a site are termed pioneer species.
Each community in the successional series is termed a seral stage, and the
entire array of changing community types over time is called a sere. Generally,
this change process will result in an end-point, characterized as the climax
community. The climax community is generally viewed as a self-perpetuating
(self replacing) biological assemblage which will remain stable over long periods
of time, barring significant disturbance in environmental conditions (i.e.,
temperature, rainfall, relative humidity, etc.) or unusual events such as disasters
(i.e., floods, fire, wind damage, volcano, etc.).
Several major seres have historically been recognized by ecologists. A hydrosere,
is a relatively wet site, such as a lake, marsh, swamp or seepage area. A
xerosere occurs in a dry and/or well-drained site (sandy soils, for example). A
mesosere is successional series represented by soil moisture conditions
somewhere between the previous two examples and with a well-developed soil
structure.
Several distinct successional patterns are evident at this site, both within the old
field as well as the forest. If you have had BIO 101 at CMU, you may recall a lab
session, which examined successional patterns in the old field as it relates to the
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establishment and development of woody species in the once open areas of the
old field.
Habitat Divisions: A Question of Scale
A detailed habitat analysis addresses both macrohabitat and microhabitat
parameters. The macrohabitat represents the sum total of characteristics in a
study area and can be divided into four (4) major components: temporal (time),
spatial (vertical & horizontal distribution), physical & chemical, and biotic. The
microhabitat represents subdivisions of the macrohabitat and is defined by smallscale topographic variation, spatial distribution of vegetation, etc. In this exercise
you will be expected to distinguish between macro- & microhabitat characteristics.
On a macro scale, the information gathered should contain, at a minimum, a brief
description of the prevalent temporal, spatial, physiochemical and biotic
characteristics of the study area. On the micro scale, similar data may be obtained
to address more specific questions about the habitat.
Physical and Chemical Factors
The distribution and abundance of organisms is often directly related to abiotic
factors (physical and chemical characteristics of the environment). Physical
factors in Veit’s Woods include topographic features (elevation, slope) as well as
light, temperature and humidity. Chemical factors include soil type, pH, and
nutrient concentration. As you walk through the Old Field and Cathedral Woodlot,
speculate on cause and effect relationships between the spatial distribution of
certain plant assemblages and certain abiotic aspects of the environment.
For example, it should have been obvious to you that there are topographic
(elevation), light and temperature variations between the old field and forest. From
this general observation, you may question whether there is a significant
difference in light intensity between the open area of the old field and the dense
canopy covering the forest floor. Or, you may wish to compare specific
temperature differences at certain locations and/or relative humidity on a horizontal
and vertical scale. Some of distribution patterns may be tied to variation in
microtopography, variation in soil characteristics, etc.
DIRECTIONS AND EXPECTATIONS OF STUDENTS
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This laboratory exercise is designed to provide you with an opportunity to increase
your observation and quantitative skills, and more specifically, to provide you with
an introduction to general habitat analysis on a macro and micro scale. After your
walk to and through Veit's woods and the associated old field, and based upon
your observations, carry out the following tasks:
1. Develop three specific questions concerning this ecosystem. See “Discussion
Questions” below for general examples.
2. Identify the level of ecological organization relevant to each question (e.g.
individual, population, community, ecosystem).
3. Create a null hypothesis and an alternative hypothesis from each question.
4. Design an experiment to test your hypothesis. Be sure to include and identify
the following features in your experimental design:
Experimental unit
Response variable
Treatment
Replicates
Randomization
Interspersion
Sample size
5. Design an appropriate data collection scheme, which will provide you with
sufficient information to statistically address the question(s)--hypothesis—you
have developed. HINT: a minimum of three measures (i.e., temperature) from
a single location is necessary in order to calculate variance within the data. It
should also be clear to you that the larger the sample size, the smaller will be
the variance within a set of data and therefore, a more accurate measure of the
true average (i.e., air temperature). Also, in order to keep the study and
attendant assumptions about the data simple, collect the same number of
data points from two locations in question.
6. Design an appropriate data collection sheet to be used in the field and one,
which can easily be transcribed into an EXCEL database. Be sure to collect
general information about the study and site, such as date/time of data
collection and general weather conditions (i.e., % cloud cover, ambient air
temp, relative humidity, etc.). One member of your team or a designated class
member can obtain this data from the US Weather Bureau, CMU (power
station).
We have purposely given you a minimum of specific instructions as to “what to do”
in this exercise. Our goal is to challenge you to be creative in the questions you will
ask (hypotheses formed) about the observations made during the class field trip.
We will, however, help you create a database in EXCEL and analyze the data using
simple statistics. It is expected that you will not design the “best” experiment, but
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the tools you have been provided allow you to explore, be creative and assist you in
the critical thinking process.
DISCUSSION QUESTIONS
Becoming a keen observer is essential if one is to ask meaningful ecological
questions. Thoughtful questions regarding organism adaptations, species
interactions and the movement of matter and energy establish a framework for
ecological investigation. Consider the following questions.
1. How do physical and chemical factors (e.g. light, temperature, moisture, pH,
and minerals) affect the spatial distribution of canopy trees in Veit’s Woods and
shrubs in the Old Field? Are there limiting factors?
2. What species adaptations permit survival and reproduction in the deeply
shaded forest and open field?
3. Is the hemlock population increasing or decreasing?
4. What is the ultimate source of energy driving this ecosystem? Can you trace
the path of an energy molecule through the food web?
5. What is the role of fallen leaves in the forest ecosystem?
6. What happens to nutrients in the old field ecosystem? Trace the path of a
nitrogen molecule in a blade of grass.
7. Is there any evidence that the old field or forest will significantly change over the
next 100 years?
8. Is there any evidence of disturbance to the forest?
9. How might competition, herbivory or predation influence the type of plants found
in the old field?
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